Students as partners: developing Augmented Reality (AR) in the classroom Debbie Holley (Department of Education) and Mike Hobbs (Department of Computing) Anglia Ruskin University

Workshop: Context for ‘students as partners’ Familiarisation with Augmented Reality Try out some ‘triggers’ Make your own!

Our Project To engage ARU staff and students in broadest context with innovative technology To offer ARU students extra- curricula opportunities to enhance their CV Part of a University LTP project: fessional-Recognition- Learning-and-Teaching- Project-Awards-Holders fessional-Recognition- Learning-and-Teaching- Project-Awards-Holders / Part of a University LTP project: fessional-Recognition- Learning-and-Teaching- Project-Awards-Holders fessional-Recognition- Learning-and-Teaching- Project-Awards-Holders / To explore the affordances of Augmented Reality for inside/outside the classroom

Getting started with Aurasma Aurasma is a free App the enables you to follow existing ‘channel’ and view premade resources We will now set up the App on the devices, and start to work towards creating our posters Sequence: In small groups, download app, then we will explore some existing examples to get ideas We will make an aurasma aura using the built in animation

Examples: download Aurasma App, point at image, trigger media ( see project website for full details

Case Study 1 Engaging students with technology for language development One day workshop for 55 teachers of English from Panama *SEE ALDinHE POSTER FOR FURTHER INFORMATION AND TRIGGERS

Case study 2 Enhancing a PDP module We are using AR to offer an innovative, real world and problem based set of activities for a group of first year University Gaming and Computer Science students. Our initial research identifies a gap in the perceptions of STEM students between the usefulness of discipline based modules and a compulsory 'Professional Development' module where more ‘employability’ based skills were delivered. It had a history of poor student engagement and attendance, and failed to provide a compelling narrative/links to the outside world. The AR tasks were designed to facilitate group-working and multi-channel communication, and to engage students through the use of a more creative technology. Initial findings indicate higher levels of satisfaction, enhanced student engagement and a greater awareness of the value of transferable skills. Outcomes: Non submission – 34% to 22% And this year one more student submitted their PDP than submitted to the main assessment!

‘Button Bashers’ Group I C# Programming Yelow Book ‘The Rubber Duck Edition’ This is a book taken from the library that is part of the reading for their course. Aura showing initial views of the subject! Channel ‘PDP LFG’ Video showing demonstration of Aura: B8J8

Our project blog: Mike to insert image and url? Our Blog site

Augmented Reality and Posters Briefing document about Augmented Reality and Learning The benefits of e-posters f f Augmented Reality Reading list: BBAB6E613AB.html